What kind of teacher do you want to be?

• Autor(a) principal: Luiz Arthury
• Data de Publicação: 2024
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Vitruvian Cogitationes
• Texto Completo: https://periodicos.uem.br/ojs/index.php/revisvitruscogitationes/article/view/71027
• topic: physics teaching; teaching methodologies; learning predisposition; enseñanza de física; metodologías de enseñanza; predisposición al aprendizaje; ensino de física; metodologias de ensino; predisposição para a aprendizagem

Aiming to improve physics teaching, several methodological proposals have been presented in the literature. However, some epistemological elements underlying these proposals are poorly discussed, while poorly attention is given to elements that encourage learning. The focus tends to be on the proposed practices and assessed content, not paying attention to the fact that the physics teaching, and science in general, also has other purposes. Among these, we argue that promoting the student's sincere attention is a factor that must accompany a more meaningful class, problematizing teaching for testing, which not only summarizes the knowledge worked on as tools for taking tests, but also does not allow an approximation of the scientific thinking beyond disjointed fragments of meager or no meaning to the student. Aiming to optimize the predisposition for learning, we bring some propositions that can help the teacher think about practices that are more relevant to the student.